Seizing the gift horse:
Working across the
university on Information
Literacy
Davina Omar
Head of Academic Support
Davina.Omar@uwl.ac.uk
0208 231 2252
Katie McNamara
Marc Foster
Susan Mcglamery
•
Context of UWL
•
Development work on original Information Literacy policy
•
Evaluation
•
Digital capabilities vs Information Literacy
•
Connections forged
•
Future plans
The
The information literate person identifies knowledge gaps,
can find, appraise and make balanced judgements about
information,
and curate and use it in an ethical and inclusive manner
to attain increased
understanding,
competency,
expertise,
autonomy,
The
“Librarians can only suitably
address and improve the quality
of the learning experience for
students if they are aware of the
factors that influence student
2015/16 academic year
536 staff hours
8,571 user hours
2016/17 academic year
594 staff hours
8,898 user hours
1
st
lesson we learnt
A close working relationship
with the planning department
MU30032E Academic Performance APSOFD001E BSc (Hons) Applied Sound Engineering with Foundation MU30032E Academic Performance BALVSP003E BA (Hons) Live Sound Production with Foundation Year MU30032E Academic Performance COMPOS003E BMus (Hons) Composition with Foundation Year
MU30032E Academic Performance ELMUPR003E
BA (Hons) Electronic Music Production with Foundation Year
MU30032E Academic Performance MUMIMA003E
BA (Hons) Music Mixing and Mastering with Foundation Year
MU30032E Academic Performance MUPERF003E BMus (Hons) Music Performance with Foundation Year MU30032E Academic Performance MUPERR001E BMus (Hons) Music Performance and Recording
MU30032E Academic Performance MUPERR006E
BMus (Hons) Music Performance and Recording with Foundation Year
MU30032E Academic Performance MUPMUM003E
BMus (Hons) Music Performance with Music Management with Foundation Year
MU30032E Academic Performance MUREPR003E
BA (Hons) Music Recording and Production with Foundation Year
MU30032E Academic Performance MUTSPC002E DipHE Music Technology Specialist
Objectives
Senior level approval
Parity across courses
Teaching at all levels
573 academic staff (FTE)
8654 students (FTE)
3 sites
Widening participation university – 1
stgeneration students
Career university
Broad span of courses
Very engaged student union
BAME attainment gap
58% over 21 years of age
Staff survey 2019
48% of staff use the library at least
weekly
The
“Is our information
literacy instruction
genuine, meaningful
“Students most commonly
fell short was in evaluation
of sources, often selecting
sources that were
“I wish there wasn’t so much
trial and error in finding sources.
You think you find a source that
is relevant and read half of it
UWL Library Services (2018) UWL’s
Every campus based students to have information literacy embedded in to their curriculum at
Levels 3, 4, 5 and 7.
All campus based students, who need to complete a dissertation, to be provided with
information literacy embedded in to their curriculum at level 5 or 6.
Research students offered an induction at the beginning of their research studies and follow
up guidance.
Academic staff offered 1-2-1 meetings to enhance their information literacy skills which will be
supplemented with regular communication about other opportunities to keep abreast in this
area.
All support/professional staff in the university to have the opportunity to develop their
information literacy skills and be able to book 1-2-1 meetings with the Academic Support
Assistant librarians.
Not just a
Part way through
an academic
“It is easy to see the difference
between a student that studies at
the library and finds information
from databases and a student that
learns only from us”
Learning vs satisfaction
Intentions vs behaviour
Immediate vs longitudinal
Self report vs observation
Formative vs summative
Pre or Post
Live anonymous
“Asking them [students] to
report on what they learned
during the session and what
The pre meeting….
Pro-Vice Chancellor
(Education)
Learning, Teaching
and Assessment
But what
happened
2017/18 academic year
986 staff hours
66% percentage change
14,113 user hours
What
Role of the librarian in proactively
making this happen
Two projects happened reasonably
simultaneously:
JISC Digital discovery tool
JISC Digital discovery tool working group members
;
Lead: Head of technology-Enhanced learning
Members of the team:
Student Services
IT Services
Graduate School
Learning and Organisational Development, HR
Library Services
Internal UWL Information Literacy and
Digital Capabilities working group
Lead: University Director, Learning Teaching and Pedagogic
Research (Lesley-Jane Eales-Reynolds)
Members of the team:
IT Services
Learning and Organisational Development, HR
Library Services
Theoretical debate of Information Literacy and Digital Capabilities
Fundamental question:
What did we mean by
Learning
Information literate learners
have the skills and tools to
obtain an effective grasp of the
subject, gaining confidence and
understanding. They contribute
to their own and others’
knowledge and understanding,
and develop the characteristics
of directed and
self-determined learners.
Teaching
Information literate teachers are
highly aware of contemporary issues
and knowledge in their area of
expertise and therefore are better
able to develop challenging, skilled
and creative teaching. Their teaching
practice recognises the need for, and
supports, the explicit development of
information literacy in their students’
learning.
Research
Information literate researchers
are more fully engaged with
current knowledge and so can
effectively recognise the
direction of future research and
how, and in what context, they
might make an impactful
contribution.
In the workplace
The information literate person
has a greater ability to develop
contextual knowledge to fulfil a
range of roles in the workplace,
including informing and
supporting others, fulfilling key
aims, and developing strategy
(Cheuk, 2017; Forster, 2017).
As a citizen
Information literate citizens can
critically judge information and
its sources to make ethically
and socially-aware decisions
Staff
Semester 1: Personalised Learning module
Body in the Library game (week 1):
Designed to instruct students on Library basics
Searching Summon (week 2):
Assessment worth 10% of final grade
Searching legal databases (week 4):
Assessment worth 10% of final grade
Semester 2: Academic Performance module
Week 2: Eyewitness testimony
Week 3: Eyewitness testimony
Week 4: Police investigation
Week 8: Criminal Complaints Review Commission (CCRC)
Week 11: Role of the media and campaign / Group exercise
Week 12: Miscarriage of justice
Forecasting and Contemporary Culture Module
Asked by the lecturer to show the students WGSN
but wanted to avoid them treating WGSN as an
absolute authority on forecasting
Looked at the WGSN forecasting reports in class,
and discussed with the students an image in
Revalidation of nursing curricula
changing the ‘information literacy
culture’ of the course to focus on
the contextual use of information in
nursing practice.
Information literacy handbook
Embedding into the Academic
Quality process
Reference list
• Angell, K and Tewell, E. (2017) ‘Teaching and Un-Teaching Source Evaluation: Questioning authority in information literacy instruction’, Communications in Information Literacy, 11(1), pp. 95-121. doi:
10.15760/comminfolit.2017.11.1.37
• Baker, D. and Allden, A. (2017) Leading libraries. The view from above. Available at:
https://www.sconul.ac.uk/sites/default/files/documents/LL%20View%20from%20above.pdf (Accessed: 3 January 2019)
• Perry, H. B. (2017) ‘Information Literacy in the Sciences: Faculty perception of undergraduate student skill’, College & Research Libraries, 78(7), pp. 964-977. doi: 10.5860/crl.78.7.964
• Carbery, A. (2017) ‘Authentic information literacy in an era of post truth’, Lilac Conference 2017, Swansea, U.K., 10-12 April. Available at: https://www.lilacconference.com/lilac-archive/lilac-2017-1#keynotespeakers(Accessed: 26 March 2019)
• Cheuk, B. (2017) ‘The ‘hidden’ value of information literacy in the workplace context: how to unlock and create value’, in Forster, M. (ed.) Information Literacy in the Workplace, London: Facet, pp.131- 148. • Coonan, E. et al. (2018) CILIP definition of information literacy. Available at:
https://infolit.org.uk/ILdefinitionCILIP2018.pdf (Accessed: 4 June 2018)
• Forster, M. (2017) 'Information literacy and the personal dimension: team players, empowered clients and career development', in Forster, M. (ed.) Information literacy in the Workplace, London: Facet, pp.29-40.
• Harland, F., Stewart, G. and Bruce, C. (2017) 'Ensuring the academic library's relevance to
stakeholders: The role of the Library Director', The Journal of Academic Librarianship, 43(5), pp. 397-408.
• Henry, C.L., Vardeman, K.K. and Syma, C.K. (2012) ‘Reaching out: connecting students to their
personal librarian’, Reference Services Review, 40(3), pp. 396-407. doi: 10.1108/00907321211254661 • JISC (2018) Digital Capability report. Available at:
https://digitalcapability.jisc.ac.uk/our-service/discovery-tool/(Accessed: 2ndApril 2019)
• Molteni, V.E. and Chan, E.k. (2015) ‘Student confidence/overconfidence in the research process’, The Journal of Academic Librarianship, 41, pp. 2-8. doi: 10.1016/j.acalib.2014.11.012
• UWL Library Services (2018) UWL’s Information Literacy Policy. Available at:
https://www.uwl.ac.uk/sites/default/files/Departments/Library/information_literacy_policy_version_3_no vember_2018.pdf (Accessed: 30 January 2019)
• Walsh, A. (2009) ‘Information literacy assessment: Where do we start?’, Journal of Librarianship and Information Science, 41(1), pp. 19–28. doi: 10.1177/0961000608099896
